Abstract:
The research was to investigate effects of integrated science teacher’s assessment practice
on performance of SHS students for effective teaching and learning in some selected
districts in Northern Region of Ghana. The research design was descriptive survey with
mixed methods for data collection. A sample of 60 respondents was selected for this study.
A questionnaire and interview schedules were used to collect data for the study. The data
was analysed by using Excel and SPSS statistical packages. Independent sample test, K square and analysis of variance were carried out and the results summarised in tables and
figures such as bar charts and pie chart. Findings of the study include: That majority of the
integrated science teachers mostly use the following. Asking questions in class during
lessons, giving class exercises to students during and after lessons, giving assignment and
home work to students. Only few integrated science teachers gave science project to their
students most often. Also it was uncovered that student’s performance was affected when
the following assessment practices were carried out frequently or most often: Asking
student’s questions in class during lessons, giving class exercises to students during and
after lessons, giving them assignment/homework and also giving them science projects. In
conclusion, majority of the integrated science teachers used integrated method of
assessment practice to promote effective teaching and learning.
Description:
A DISSERTATION IN THE DEPARTMENT OF SCIENCE EDUCATION,
FACULTY OF SCIENCE, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA IN
PARTIAL FULFILMENT OF THE REQUIREMENTS FOR AWARD OF
THE MASTER OF EDUCATION IN SCIENCE DEGREE.
2014